NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ918062
Record Type: Journal
Publication Date: 2011
Pages: 6
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0009-1383
Engaging Faculty in the Assessment and Improvement of Students' Critical Thinking Using the Critical Thinking Assessment Test
Stein, Barry; Haynes, Ada
Change: The Magazine of Higher Learning, v43 n2 p44-49 2011
Many assessment experts believe it is essential to develop faculty-driven assessment tools in order to engage faculty in meaningful assessment that can improve student learning. Tennessee Technological University (TTU) has been involved in an extended effort during the last ten years to develop, refine, and nationally disseminate an instrument to assess critical thinking that meets this criterion. The "Critical Thinking Assessment test" (CAT) was developed by faculty from a wide variety of institutions and disciplines, with guidance from their colleagues in the cognitive/learning sciences and assessment. In this article, the authors discuss the objectives of the critical thinking test and its features. They examine the validity of the CAT by comparing student performance on the test with other measures of academic performance and measures that might reveal critical thinking skills. (Contains 6 resources.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Identifiers - Assessments and Surveys: National Survey of Student Engagement